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This same age level, from lower to early upper secondary grades, is generally mentioned, too, for the optional computer •^ Austria does, however, make a computer science course compulsory for the upper secondary students in preparation to enter institutions of higher education (about 30 percent of the upper secondary population). CROSS-NATIONAL PERSPECTIVES ON INEQUITY IN COMPUTER EDUCATION 37 courses offered by the countries which are not Hsted in Table 4. For example, Japan includes such a unit in its Homemaking and Industrial Arts courses given at the lower secondary school level; and in Latvia, an elective informatics course is available in the tenth grade~and 70-80% of the students opt to take it.

CROSS-NATIONAL PERSPECTIVES ON INEQUITY IN COMPUTER EDUCATION 39 The project planners insisted that at least one woman be included in each school's group of three teachers selected to receive the first round of training. Interventions with students. Although an awareness of the gender equity issues pertaining to students and computers is broadly acknowledged, most countries' foremost educational priorities seem to be monopolized by other issues. Some longitudinal findings from the lEA study attest to this idea.

For using the computer as object, a teacher needs training courses that focus on the new curriculum domain. Most of the training activities during the 1980s were of the inservice type, but gradually we have come to see that initial teacher training programs must be changed as well. The training to use the computer as a medium in the curriculum seems to be more complicated due to the rapidity of technological developments. In order to develop training programs that are realistic in terms of perceived relevance and complexity, a continuous reflection will be needed on the possible place of computers (or more general information technology) in the curriculum, the added value of the technology, the available hardware and software infrastructure, and the needs of teachers to change.

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